Teaching Module Research Articles

A dedicated wound care module for third-year baccalaureate nurses: does it increase their knowledge and confidence?

Wound care is an important component of nursing care, consuming a significant amount of working hours. Literature reports the existence of many barriers to evidence-based wound care and that nursing students have an increasing need for education in this field. While blended learning activities have shown some benefits in learning outcomes, dedicated wound care modules within baccalaureate nursing courses occur infrequently. The aim of this study was to facilitate an increase in confidence and knowledge of evidence-based wound care in third-year baccalaureate nursing students. In this descriptive pre-post research design, a dedicated wound care module within a baccalaureate nursing course (using a constructivist learning approach) was offered to students in a university in Australia. Pre- and post-implementation surveys were completed (2018-2020). Due to a small number of matching participants, only descriptive statistics were calculated for all variables. A total of 276 students were invited to respond to the survey and 41 responded initially, 35 responded post the wound care module, and 26 responded to the survey after six months. Positive outcomes were noted in increased levels of confidence in the student nurses' ability to assess, manage and prevent wounds; as well as to apply evidence-based practice and change management following the educational wound care module within the baccalaureate nursing course. Implementation of a dedicated wound care module within a baccalaureate nursing course in this sample of third-year students fostered a positive change in the knowledge of evidence-based wound management, assessment and prevention. Education of the next generation of registered nurses in this valuable area of practice is an important part of baccalaureate nursing education.

Peningkatan Hasil Belajar IPAS Menggunakan Model Attention, Relevance, Convidence, Satisfaction di Kelas IV SDN 06 Lasi Mudo Kabupaten Agam

The purpose of this study was to describe the use of the Attention, Relevance, Confidence, Satisfaction model to improve student learning outcomes in IPAS learning. This research is a classroom action research (PTK) that uses qualitative and quantitative approaches. It was carried out in two cycles, where cycle I consisted of 2 meetings and cycle II consisted of 1 meeting. Classroom action research includes four stages, namely planning, implementation, observation, and reflection. The subjects of this research were teachers and 25 students of Class IV SDN 06 Lasi Mudo Agam Regency. The research data were obtained from the teaching module assessment, implementation process, and learning outcomes. Data collection techniques using test, and non-test techniques. The results showed an increase in: a) cycle I teaching modules with an average of 89.6% (Good) and cycle II 95.8% (Very Good), b) Teacher activity in the implementation of cycle I with an average of 81.25% (Fair) and cycle II 95% (Very Good), while student activity in the implementation of cycle I with an average of 81, 25% (Fair), and cycle II 95% (Very Good), c) Assessment of student learning outcomes in cycle I with an average of 77.39 (Fair) and increased in cycle II to 87.07 (Good). Based on these results it can be concluded that the Attention, Relevance, Confidence, Satisfaction model can improve the learning outcomes of students on IPAS material in elementary schools.

DEVELOPMENT OF A SYSTEMATIC APPROACH TO ASSESSING THE COMPLIANCE OF UNIVERSITY EDUCATIONAL PROGRAMS WITH THE UN SUSTAINABLE DEVELOPMENT GOALS

The purpose of the article is to develop and test in practice a systematic approach to assessing the compliance of educational programs of universities with the goals of sustainable development of the United Nations. The systematic approach includes the development of a sequence of development and approval of a questionnaire to determine the degree of compliance of educational programs of universities with the goals of sustainable development. Methodology. The survey was based on a comparison of the data of three groups of respondents (developers of educational programs and their curators at three levels of higher education). Approbation of the approach took place on the basis of the National Transport University (Kyiv, Ukraine). In total, 64 curators and developers of educational programs took part in the survey (this is 60% of educational programs of NTU). The results of the survey showed that educational program developers understand the importance of including the tasks of the United Nations Development Program in separate educational components or modules of disciplines in order to form relevant competencies in students. However, respondents noted the need to review educational programs and their components, as well as the educational process in the context of compliance with the goals of sustainable development and its ecologization. Practical implications. The results of this research will be used during the regular review of educational programs and their components at the National Transport University, and will also serve as a basis for further improvement of the concept of sustainable development of the NTU. The research data can be distributed to other universities. Also, the research results will be used in the project the Transformational Learning Network for Resilience – Enabling Ukrainian higher education to ensure a sustainable and robust reconstruction of (post-war) Ukraine (TransLearnN). The results of this study will contribute to the development of the program of sustainable development of universities in Ukraine. Value / Originality. The obtained results will make it possible to determine prospective directions for improving the educational process and educational programs of universities, taking into account the goals of sustainable development and trends in the ecologization of education.

PERAN GURU MATA PELAJARAN AKIDAH AKHLAK DALAM MENGHADAPI ERA DIGITAL DI MADRASAH TSANAWIYAH EXCELLENT ZAINUL HASAN BALUNG JEMBER

Abstract: This journal aims to determine the role of Aqidah Akhlak subject teachers in facing the digital era at Madrasah Tsanawiyah Excellent Zainul Hasan Balung. The role of teachers, especially teachers of Aqidah Akhlak subjects in an educational institution, is very important. This refers to the aim of education which is one of the important aspects of life to form people of quality, character, responsibility and usefulness. This research uses a descriptive qualitative research approach. Data collection techniques using observation, interviews, documentaries. This research uses qualitative descriptive analysis. The results of this research are: 1). Teachers as educators include: (a) Religious inspirers, disciplinary inspirers. b) Religious motivator, discipline motivator. (c) Religious facilitator, discipline facilitator. 2) The teacher as a motivator, namely by instilling habitual character education, morning tadarus, reading Asmaul Husna, and welcoming students by the teacher at the front of the school gate to shake hands. 3) The teacher as an innovator in planning, namely using curmer to create teaching modules. In the implementation of learning the Aqidah Akhlak teacher uses 1 student 1 laptop as media.

Socio-Cultural Approach through Digital Teaching Modules: A Solution to Improve Beginning Reading Skills in Elementary Schools

The low level of early reading skills among primary school students in Indonesia is one of the significant challenges in education. International evaluations such as PISA show that Indonesian students' basic literacy skills are still below average, affecting their overall academic development. One of the contributing factors to these low results is learning that is less relevant to students' socio-cultural context. Therefore, this study aims to investigate the effect of a socio-cultural-based digital teaching module on primary school students' beginning reading skills. This study used a quasi-experimental design with a sample of 200 grade 1 students divided into experimental and control groups. The experimental group learned using socio-cultural-based digital teaching modules, while the control group applied conventional learning methods. The instrument used was a beginning reading test with 20 questions that measured the ability to recognize letter symbols, distinguish words based on the same initial letter or syllable, and compose syllables into words. Independent Sample T-Test analyzing an independent sample, ensuring that the ty and homogeneity tests were met. The results revealed significant differences between the experimental and control groups, with the experimental group showing more significant improvement in all indicators of beginning reading ability. Further discussion showed that the socio-cultural-based approach in this module made learning more relevant, exciting and interactive for students, ultimately improving their reading comprehension and motivation. In addition, integrating digital technology in this module supports flexibility and continuity of learning, allowing students to learn according to their pace and needs. This research has important implications, namely the need for broader implementation of Socio-Cultural Based Digital Teaching Modules in primary schools to improve basic literacy. However, to ensure its successful implementation, adequate technological infrastructure support and teacher training are needed to optimize this digital-based learning in the classroom.

Analysis of the ability of prospective biology teachers to develop teaching modules on the kampus mengajar program

Kampus Mengajar is a program intended for university students in Indonesia to establish partnerships with schools and prepare themselves as future professional educators. Student participation in the Kampus Mengajar program requires mastery of pedagogical competencies, one of which is the development of teaching modules as a learning design that will be implemented. The purpose of this study was to describe the ability of Biology Education students of FKIP UNTAN to develop teaching modules, specifically, students who participated in the Kampus Mengajar Batch 6 (KM6). This research is descriptive qualitative research conducted by observing the completeness of the components of the 14 teaching modules developed. Based on the analysis conducted, it is known that the average percentage of general information is 98.81% with a very good category, the main components are 97.62% with a very good category, and the appendices are 78.57% with a good category. Overall, the average of all components is 92.44%, so it can be concluded that the ability of Biology Education students at FKIP UNTAN to develop teaching modules can be categorized as very good. The results obtained show that there are still flaws in the 14 teaching modules analyzed. Students need to develop their pedagogical professionalism so that their knowledge and skills in developing teaching modules increase.

Piloting an Educational Module on Consenting for Exome Sequencing Among Non-Genetics Physicians at a Medical Institution

Introduction: Demand for genetic testing has expanded exome sequencing (ES) utilization into subspecialty clinics without genetics providers. This trend forces non-genetics physicians (NGPs) to facilitate patient consent for genetic testing. However, research on NGPs' knowledge of consent elements (CK) required for ES has not been explored. Methods: Columbia University NGPs were invited to take a survey (premodule survey [PrS]) assessing CK for ES. Educational modules on ES were then created and sent to NGP participants. A postmodule survey (PoS) was sent to NGPs a month later to assess the change in CK scores. Alpha was set at ≤0.05. Results: Nineteen participants completed the PrS and PoS. Overall PrS CK scores were low (mean = 8, SD 1.6). There was no difference in PrS CK scores between attendings and residents/fellows (P = .2), and PrS CK scores did not correlate with time since medical school graduation (P = .9). PoS CK scores were higher than PrS CK scores (P = .03). Most NGPs (74%) were satisfied with the module. Conclusions: Our findings suggest a need for continuing education of both new and experienced NGPs on best practices for consenting for ES. An online module with information tailored to different specialties could be an effective format for delivering this education.

Creativity as Key Trigger to Cognitive Achievement: Effects of Digital and Analog Learning Interventions

AbstractThis study analyses the coherent integration of creativity into science education modules for eighth-grade students to enhance competence development. The learning modules’ content covered a basic ecological unit about forests, applied as digital or analog lesson. By utilizing the creativity subscales ‘Act’ and ‘Flow’ its analysis resulted in a clear factorial structure. Notably, higher levels of creativity were associated with increased cognitive learning achievements among students, irrespective of the instructional delivery method—be it analog or digital. Particularly, the ‘Act’ and ‘Flow’ dimensions exhibited a promising potential for augmenting learning outcomes in learner-centric, gamified modules. The mentoring role of teachers is supposed to promote a flow state and simultaneously to highlight the significance of autonomy in learning processes. Unexpectedly, there were no discernible gender differences. This research significantly contributes to our understanding of the interplay among creativity, learning success, and instructional modalities within the realm of science education.

Discrete Choice Experiment on Financial Incentives for Engaging Young Adults in Vaping Cessation Programs

Introduction Contingency management involves rewarding individuals based on objective evidence of behavioral changes. This study explores preferences for financial incentives in vaping cessation programs. Methods A discrete choice experiment (DCE) was conducted among young adult current e-cigarette users aged 19-29. DCE attributes (and levels) included reward amount ($100, $300), reward schedule (consistent value, escalating value), reward procedure (gain-framed, loss-framed), vaping education modules (yes, no), text messaging support (yes, no), and cost ($30, $100). Participants were randomized into one of the four blocks, each containing four choice sets. Each choice set presented two hypothetical vaping cessation programs. Choice data (n × choice sets × alternative programs = 154 × 4 × 2 = 1,232 observations) were analyzed using generalized estimation equation models. Results Participants showed a preference for vaping cessation programs offering a higher reward amount (odds ratio [OR] = 11.5; 95% CI,7.0-19.2), gain-framed rewards for sustained abstinence (OR = 1.4; 95% CI,1.0-1.8), text messaging support (OR = 1.9; 95% CI,1.4-2.5), and a lower program cost (OR = 2.6; 95% CI,1.8-3.8). Interaction tests showed significant effects of the rewards procedure among daily e-cigarette users (adjusted OR [AOR] = 2.1; 95% CI,1.3-3.5), but not some-day users; and among those with no quit attempts in the past six months (AOR = 2.7; 95% CI,1.5-4.7), but not those with previous quit attempts. Female participants preferred text messaging support (AOR = 3.6; 95% CI,2.3-5.4), whereas male participants did not show this preference. Conclusion A multifaceted vaping cessation intervention augmented with financial incentives might improve participation and engagement among young adults. Future studies should investigate how these attributes can enhance program reach and vaping abstinence outcomes in real-world settings.

Development augmented reality assisted teaching modules human sensory system to improve student learning outcomes

In the era of digital transformation, the use of technology to improve the quality of learning is very important. This research aimed to develop a teaching module for human sensory system material assisted by augmented reality media to improve students' biology learning outcomes. This research uses research and development methods. The subjects of this research were 22 Biology Education students at the University of Papua. Data collection instruments include validation sheets and questionnaires to determine the validity and responses of students to teaching modules as well as providing multiple choice questions to measure learning outcomes. The data analysis technique is descriptive by calculating validation results, analyzing student response questionnaires and student learning outcomes. The research results show that media and material expert validation test results obtained a percentage of 93.33% with a very valid category. The results of assessing student responses in the trial obtained an average percentage of 85.13% in the very good category. Student biology learning results show an average of 61.36 in the sufficient category. The conclusion of the research on Augmented Reality-assisted teaching modules meets the criteria of being valid, practical and effective and improving students' biology learning outcomes.

Factors Influencing Application of Mixed Research Designs Among Graduate Students: A Case Study of Master's Degree Students at The Institute of Accountancy Arusha, Dar Es Salaam Campus

This study evaluates the effectiveness of mixed research designs among master's degree students at the Institute of Accountancy Arusha. Using a sample of 150 questionnaire respondents and 30 interview respondents. Furthermore, a documentary review was conducted on 50 dissertations for students in the Master of Finance and Investment (2022/2023). Descriptive and content analysis were used during the analysis. The results show a notable deficiency in students' proficiency with mixed research designs. One of the biggest challenges that has to be addressed is the lack of resources and training. Furthermore, the findings revealed significant gaps in students' understanding and application of mixed methods, highlighting the need for enhanced training and support. The results indicate the need for more training and assistance since they show notable gaps in students' knowledge and use of mixed research designs. The Institute of Accountancy Arusha, Dar es Salaam Campus could take the following actions to encourage dissertation writers to employ mixed methodologies research designs; create thorough teaching modules about mixed methods research, improving access to resources, such as software and literature, to support students in their research. This could involve providing access to online databases and research software and incorporating more practical examples and hands-on workshops into the curriculum. This will help students to better understand how to apply mixed methods in their research.

A Method for Teaching Biostatisticians to Write and Critique Specific Aims

This article describes the design of a single instructional module on writing and critiquing the Specific Aims (SA) section of a grant proposal for a biomedical research study. It begins by discussing the goals and learning objectives for the module. Then, it discusses the typical structure of a SA section to orient readers to the core content. This method is rooted in using an established framework for scientific writing, which is presented in brief, along with examples of how it applies to writing the SA section. Then, the structure of the instructional module is described, including the exercises for participants. Finally, the utility of this approach for teaching an otherwise difficult-to-teach competency is discussed, as well as how this approach might be extended to similar pedagogic tasks.

Development of RME-based Teaching Modules to Improve Problem-Solving Skills and Mastery of IPAS Concepts for Junior High School Students

This research aims to develop a teaching module based on RME that is valid, practical, and effective for class VII SMP, with a focus on improving the ability to solve problems with mathematical students. We developed the modules by considering the local context and culture, adhering to RME measures, and emphasizing the use of relevant and conceivable situations for students. We utilized the Plomp development model, which encompasses the stages of investigation, creation, and evaluation. We tested the prototype and assessment of this teaching module on participants enrolled in class VII at SMP N 1 Ranah Batahan. The research results demonstrate that the developed teaching modules have high validity (89.33%), practicality (89.60%), and proven effectiveness, as evidenced by an average score of 85.50% among the test study students. In addition to enhancing the mathematical skills of students, the RME approach also enhances the study of IPAS (Natural and Social Sciences). The development of problem-solving and critical thinking skills through this module enhances students' understanding of natural and social phenomena. Therefore, this teaching module not only promotes mathematical achievement but also fosters integrative and holistic learning within the framework of IPAS.

Exploration and Practice of Classification Talent Training Model in Local Agricultural Institutes

With the rapid development of modern society, the demand for professional talents in the veterinary industry is increasing and showing a trend of diversification. In order to better adapt to this change and meet the industry's demand for high-quality and versatile veterinary talents, the reform of traditional veterinary professional education is particularly urgent. Taking Shanxi Agricultural University as an example, the veterinary specialty of a local agricultural university actively explored and implemented the "2-2-4" classified talent training model of "three stages, three modules and seven links". This innovative model divides veterinary education into three learning stages, each with targeted teaching modules, and ensures the systematic transmission of knowledge and comprehensive cultivation of skills through seven specific teaching links. In this way, the model effectively solves many problems in traditional teaching, such as weak professional awareness among students, insufficient teacher-student interaction, single ability cultivation among students, and disconnection between teaching and research. It emphasizes the close integration of theory and practice, emphasizes students' active participation and innovation ability cultivation, thereby significantly improving the quality of talent cultivation. In addition, this reform practice of Shanxi Agricultural University not only provides a broader development space and employment opportunities for veterinary students in our university, but also provides useful reference and inspiration for the educational reform of veterinary majors in peer universities. Its successful implementation proves that emphasizing innovative teaching models and diversified talent cultivation in veterinary education is an important way to improve education quality and meet social needs. Therefore, this model has important promotion value and is expected to cultivate more high-quality talents with innovative spirit and practical ability for the veterinary industry.

Implementing a Hospital-Wide Programme Using iPARiHS to Prevent and Manage Incontinence-Associated Dermatitis and Improve Hospital-Acquired Pressure Injuries.

To outline the implementation of a hospital-wide programme using the Integrated Promoting Action on Research Implementation in Health Services framework to prevent and manage incontinence-associated dermatitis and improve hospital-acquired pressure injuries. This is an empirical research study using mixed methods. The study, conducted across surgical, medical and critical care wards between June and October 2023, aimed to address knowledge gaps, enhance clinical practice and evaluate the effectiveness of interventions. The implementation strategy included education modules, engagement of staff through focus groups and targeted interventions such as individualised toileting plans and structured skin care regimens. Data collection involved audits, incident reporting and clinician knowledge surveys. Findings indicate a reduction in hospital-acquired incontinence-associated dermatitis and pressure injuries postimplementation, with observed improvements in clinician knowledge. However, challenges including workload, skill mix and resource limitations were identified as barriers to implementation. The sustainability and scalability of the programme were emphasised, with ongoing monitoring and evaluation essential for long-term success. This study underscores the importance of evidence-based interventions, interdisciplinary collaboration and leadership support in improving patient outcomes and reducing healthcare costs associated with preventable skin injuries. Further research is needed to assess implementation in community settings and scale up interventions across healthcare networks. Analysing a hospital-wide programme using the Integrated Promoting Action on Research Implementation in Health Service framework to prevent and manage incontinence-associated dermatitis and improve hospital-acquired pressure injuries, could help identify the challenges for delivering patient-centred care. No patient or public involvement. To describe the implementation study, we referred to the StaRI Guideline. This intervention study was applied to the whole population and was therefore not a trial and did not require trial registration. The study was considered low risk and the Human Research Ethics Application (HREA) was approved.

The Road Less Travelled: Exploring the Planning and Preparation for a Critical Social Justice Module by the University of Kwa-Zulu Natal, South Africa

This qualitative study aimed to explore the journey of planning and preparation for the implementation of a Critical Social Justice and Citizenship (CSJ) module at the University of KwaZulu-Natal. Despite political democracy in South Africa, racial, sexist, gender, and cultural pathological issues persist. The CSJ module addresses these challenges by focusing on gender-based violence, racism, gender inequality, classism, and other forms of discrimination. The study adopted an interpretive paradigm and a narrative inquiry approach to investigate the experiences of the planning team and the tutors involved in the CSJ module. Data were generated through observations of workshops, which were presented via photo narratives and individual interviews. The analysis was performed using thematic and content analysis methods. A theoretical framework for the study was based on “Education for Liberation,” which encompasses human rights, inclusion, and education for social justice. The experiences of the planning team and the tutors highlighted both the challenges and the successes encountered during the planning and preparation phases. The identified themes included the importance of collaborative efforts, the need for ongoing support and training, and the evolving understanding of social justice issues by the tutors. Recommendations for future implementation include improving support structures for tutors, continuous professional development, and improving module content based on feedback and experiences. This study contributes to scholarship by providing a detailed account of the development of a social justice-oriented educational module in a higher education context. The study also offers information on the effectiveness of a multidisciplinary approach in the development of educational interventions aimed at promoting social justice. Keywords: Social Justice, Gender-based violence, Inequality, Classism, Workshops

An Instructional Module for Functional Dissociative Seizures (FDS) in Hindi: Enhancing Communication and Management in India.

Functional dissociative seizures (FDS) are very common in neurology clinics, they straddle both neurology and psychiatry. In India, scarce resources and guidelines are available for effectively conveying their diagnosis and management, which leads to a substantial gap in care. We aimed to provide an instructional module for FDS, tailored to clinicians, patients, and caregivers in Hindi, to enhance communication of diagnosis and facilitate suitable management strategies. The instructional module development process was based on clinical settings and expert opinions. A standard translation process was performed to ensure the linguistic and cultural equivalence. Validation was carried out by a panel of 15 validators, comprising 13 neurologists and two psychiatrists, to identify key psychoeducation components and their significance. They were provided a questionnaire consisting of five questions that were related to completeness, understandability, legibility, clarification, and usefulness of educational material for clinicians, patients, and caregivers. Items were rated using a 5-point Likert scale. There was agreement on four items (Q1, Q3, Q4, and Q5), whereas approximately 85% of the validators agreed on the remaining one item (Q2). The instructional module demonstrated high content validity as indicated by both item level-content validity index (0.98) and scale-level content validity index (0.97), alongside content validity ratio and modified kappa statistics. The developed Hindi instructional module for FDS serves as a valuable tool to enhance the communication of FDS diagnosis and dispel misconceptions. This offers a comprehensive resource for clinicians, patients, and caregivers in India, potentially bridging gap in FDS care.

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Biblical Perspective and Educational Domains in Sex Education: Addressing Gaps in Indonesian Sex Education

In Indonesia, sex education is delivered in public high schools as part of the biology curriculum and under the topic of reproductive health. According to the government’s view, when schools teach students properly about reproductive health, they will have a good understanding of their sexuality. Therefore, there is no need to have any further sexual education outside of the school curriculum. However, about half of the teenagers living in major cities are involved in premarital sex, and the rate of teen abortion and HIV infections is high. This article examined the implementation of sexual education in public high schools in Indonesia using a combination of qualitative and quantitative research. The survey was done on a sample of 416 students from 30 provinces and 66 cities in Indonesia. The finding support a particular approach to sex education that incorporates cognitive, affective, and psychomotor learning aspects of educational taxonomy. We find that it is essential to develop a separate sex education module in addition to the current reproductive health topic taught in biology to encourage students to practice abstinence, rather than just teaching reproductive health.

Development of OLMP Model Teaching Modules on SPLTV Material to Improve Students’ Creative Thinking Skills

Learning in the classroom that does not utilize media optimally causes the class to be boring, inhibits independence, and limits students from seeking knowledge. Apart from that, students’ creative thinking abilities in Indonesia are generally still relatively low. Therefore, come up with the idea of ​​outdoor learning to develop students’ creativity. The aim of this research is to describe the process and results of developing OLMP model teaching modules on SPLTV material to improve students’ creative thinking abilities. This type of research is development using a 4D model. The data collection methods used are observation, questionnaires, tests, interviews and documentation. The subjects of this research were 4 classes of class X students at IBU Vocational School for the 2023/2024 academic year. Based on the research stages that have been carried out, it can be explained that a teaching module has been successfully developed which has gone through the stages of definition, design, development and distribution. Then it can also be said that the teaching module that has been developed is suitable for use. This is reinforced by the mean value of the three validators of 87.45%.